BOOK STUDY = CHILDREN WITH DISABILITIES: READING & WRITING
THE FOUR BLOCKS WAY
Week 1 Reflection:
a. The question regarding OT got me thinking. It would seem like the logical thing to do, practicing handwriting during writing. Thinking about it in relation to low prevalence students, they would probably place all of their focus on letter
formation instead of writing ideas and spelling.
b. I was surprised about the response to software with pictures to words. I always thought it was quicker to have student’s learn words when there was a picture with it. The answer doesn’t talk about cognitive level of the students so I wonder if it differs for InD students at supported and participatory.
c. It was great to hear about the research on Down Syndrome students learning phonics. I am interested in reading about Using Words You Know strategies for low cognitive students.
Week 2 Reflection:
I believe the author’s purposes for writing this book are,
-to expand daily instruction in reading and writing for students with disabilities
-to give the support needed to general education teachers in their inclusive classes
-to give the teachers a strategy (6 areas) to identify differences in students that will impact how they will learn literacy
-to increase teacher awareness and use of a variety of technologies for students to be successful and to access literacy.
Week 3 Reflection: AT Strategies
- BigMAC
- Eyegaze frame
- Step-by-Step communication device
- Word prediction software
- Adjustable easel
- Triangular pencil grip
- Raised line paper
- Talking word processor
- Switch (switch scanning)
- Multi message communication device (CheapTalk 4)
- “mouse house”
- Adapted books for the computer
Week 4 Reflection:
I was extremely impressed on how the Four-Blocks came together in this ESE classroom setting. I loved all of the adaptations of materials and how the therapy sessions were so meaningful. I feel one of the challenges may be the gathering of materials (input) from student’s parents and making the adapted books and lessons.
Week 5 Reflection:
Mini-lessons are important in the Self-Selected Reading process because students with disabilities are being taught how to find books that they are interested in, how to use strategies and use technology to read.
Selecting = read a short segment from each book and share something about the content
Reading = read along with students to build positive feelings
Sharing = model how to use cue cards with words, pictures or symbols
Conferencing gives the teacher one on one time with each student to learn about their reading skills, help them find books that they would like and be interested in that are on their level. Students will benefit from the different types of teacher questioning such as reciprocal questioning and question/answer relationships. Students will increase their ability to answer questions with a deeper
understanding of the reading passage.
Week 8 Reflection:
1. Building and accessing prior knowledge is guiding students to take what they know or are familiar with about a subject and get them to draw these experiences into a new area. An example would be to have students watch a video or video clip on a subject and get the students to connect this information to help build comprehension on a topic.
2. Making connections to personal experiences is having students connect the current topic to their personal experiences. Students can share out verbally about their experiences; draw, use pictures to express themselves or information can be obtained from the families through home notes or emails.
3. Taking a picture walk is a pre reading strategy used to examine the text by looking at the physical characteristics of the book, the front cover and pictures on the pages in a way to get an idea and understanding of what the story will be about and it’s content.
4. A graphic organizer is a visual representation that helps to put information in an organized manner for easier understanding for students. Starting with facts they already know in the graph first and adding to it with new information helps the students see the process of information grow.
Week 9 Reflection: Choral reading = students read the text aloud at the same time. Students who read at a lower level can participate with their peers. It works best with poetry, refrains, stories with more dialogue and stories that are shorter in length. Echo reading = the teacher reads a line and then the student reads the same line back. The teacher sets a good example with the reading material (emphasizing and fluency skills) so the students can strive to copy them. Shared reading = an interactive reading experience where the teacher and students read a story together and the teacher gradually gives the students more control over the reading. The use of big books in a whole group setting is one good example. Partner reading = a student who has stronger reading skills is paired with a partners who has less skills to read a text together. The students can take turns and answer questions building on the skills of the weaker reader.
After reading strategies------ Discussion of the text = Keeping students focused on discussing the book and sharing relevant personal experiences. It is recommended to remind the students why they were asked to read the text in the first place before beginning the discussion. Predictions = Students preview the beginning of the text and are asked to make predictions about what they think will happen in the book or what they may learn.
Students are encouraged to share openly and ideas should be written down. As the students read they revisited and discuss their predictions. Graphic organizer = A visual representation that helps to put information in an organized manner for easier understanding for students. Starting with facts they already know in the graph first and adding to it with new information helps the students see the process of information grow. K-W-LCharts = A visual representation that helps students access prior knowledge, what they already know; make predictions about what they want to know and review what they have learned.
Week 10 Reflection: *Emergent Writing=The early stage of learning to write. Disabled students may express their writings in unconventional ways. The use of pictures and alternative AT strategies will be helpful for many of these students. *The Write Stuff= The process of pin pointing the conditions that are favorable for a student to write. This is done through examination of the physical and/or cognitive difficulties associated with a student’s writing. *Simple Adaptations= Any array of writing tool options. Such things as pencil grips, tennis balls, slant boards and different size pencils. Writing tools can also be used to motivate students for writing. *Writing/ Revising& Editing/Publishing= The writing process. Getting the ideas on paper/written down; then expanding on thoughts, exploring vocabulary and checking to see if the intent of the message in the writing is expressed; making necessary changes and getting the material prepared for others to read. *Writing for Real Reasons= Assisting students in relating new learning to previous experiences and generalizing this information into written form. It is important to express to students why they are doing the writing activity, have them apply the writing skills learned through lots of practice and share it with a variety of audiences such as classmates, pen pals, or through internet websites.
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BOOK STUDY = CHILDREN WITH DISABILITIES: READING & WRITING
THE FOUR BLOCKS WAY
Week 1 Reflection:
a. The question regarding OT got me thinking. It would seem like the logical thing to do, practicing handwriting during writing. Thinking about it in relation to low prevalence students, they would probably place all of their focus on letter
formation instead of writing ideas and spelling.
b. I was surprised about the response to software with pictures to words. I always thought it was quicker to have student’s learn words when there was a picture with it. The answer doesn’t talk about cognitive level of the students so I wonder if it differs for InD students at supported and participatory.
c. It was great to hear about the research on Down Syndrome students learning phonics. I am interested in reading about Using Words You Know strategies for low cognitive students.
Week 2 Reflection:
I believe the author’s purposes for writing this book are,
-to expand daily instruction in reading and writing for students with disabilities
-to give the support needed to general education teachers in their inclusive classes
-to give the teachers a strategy (6 areas) to identify differences in students that will impact how they will learn literacy
-to increase teacher awareness and use of a variety of technologies for students to be successful and to access literacy.
Week 3 Reflection: AT Strategies
- BigMAC
- Eyegaze frame
- Step-by-Step communication device
- Word prediction software
- Adjustable easel
- Triangular pencil grip
- Raised line paper
- Talking word processor
- Switch (switch scanning)
- Multi message communication device (CheapTalk 4)
- “mouse house”
- Adapted books for the computer
Week 4 Reflection:
I was extremely impressed on how the Four-Blocks came together in this ESE classroom setting. I loved all of the adaptations of materials and how the therapy sessions were so meaningful. I feel one of the challenges may be the gathering of materials (input) from student’s parents and making the adapted books and lessons.
Week 5 Reflection:
Mini-lessons are important in the Self-Selected Reading process because students with disabilities are being taught how to find books that they are interested in, how to use strategies and use technology to read.
Selecting = read a short segment from each book and share something about the content
Reading = read along with students to build positive feelings
Sharing = model how to use cue cards with words, pictures or symbols
Week 6 Reflection: Websites
- Separators http://www.wiu.edu/thecenter/articles/adaptlit.html
all about page separators for books
- Book Worm http://www.ablenetinc.com
device for partner reading outloud
- Edmark’s Make A Story
http://www.riverdeep.net/language_arts/edmark_lang_arts/MakeAStory/
interactive electron texts
- Starfall’s Learn to Read http://www.starfall.com
interactive texts on multiple levels of interest
- Read Outloud Software http://www.donjohnston.com
read aloud as the text is highlighted
- Book Share http://www.bookshare.org
a fee-based service offering access to digital texts for individuals with disabilities
- My Own Bookshelf http://www.softtouch.com
easily create electronic books on the computer and store in computer
“bookshelf” folders
- Internet Public Library’s Kidspace http://www.ipl.org/div/kidspace
electronic books with links to author Websites, online comics, poetry and
stories in Spanish
- Read Outloud http://www.donjohnston.com
teachers create customized electronic texts with illustrations
- Belevedere-Tiburon Library, California
http://www.bel-tib-lib.org/kids/lists/type.htm
100 children’s books on CD and over 1000 books on tape
Week 7 Reflection:
Conferencing gives the teacher one on one time with each student to learn about their reading skills, help them find books that they would like and be interested in that are on their level. Students will benefit from the different types of teacher questioning such as reciprocal questioning and question/answer relationships. Students will increase their ability to answer questions with a deeper
understanding of the reading passage.
Week 8 Reflection:
1. Building and accessing prior knowledge is guiding students to take what they know or are familiar with about a subject and get them to draw these experiences into a new area. An example would be to have students watch a video or video clip on a subject and get the students to connect this information to help build comprehension on a topic.
2. Making connections to personal experiences is having students connect the current topic to their personal experiences. Students can share out verbally about their experiences; draw, use pictures to express themselves or information can be obtained from the families through home notes or emails.
3. Taking a picture walk is a pre reading strategy used to examine the text by looking at the physical characteristics of the book, the front cover and pictures on the pages in a way to get an idea and understanding of what the story will be about and it’s content.
4. A graphic organizer is a visual representation that helps to put information in an organized manner for easier understanding for students. Starting with facts they already know in the graph first and adding to it with new information helps the students see the process of information grow.
Week 9 Reflection:
Choral reading = students read the text aloud at the same time. Students who read at a lower level can participate with their peers. It works best with poetry, refrains, stories with more dialogue and stories that are shorter in length.
Echo reading = the teacher reads a line and then the student reads the same line back. The teacher sets a good example with the reading material (emphasizing and fluency skills) so the students can strive to copy them.
Shared reading = an interactive reading experience where the teacher and students read a story together and the teacher gradually gives the students more control over the reading. The use of big books in a whole group setting is one good example.
Partner reading = a student who has stronger reading skills is paired with a partners who has less skills to read a text together. The students can take turns and answer questions building on the skills of the weaker reader.
After reading strategies------
Discussion of the text = Keeping students focused on discussing the book and sharing relevant personal experiences. It is recommended to remind the students why they were asked to read the text in the first place before beginning the discussion.
Predictions = Students preview the beginning of the text and are asked to make predictions about what they think will happen in the book or what they may learn.
Students are encouraged to share openly and ideas should be written down. As the students read they revisited and discuss their predictions.
Graphic organizer = A visual representation that helps to put information in an organized manner for easier understanding for students. Starting with facts they already know in the graph first and adding to it with new information helps the students see the process of information grow.
K-W-L Charts = A visual representation that helps students access prior knowledge, what they already know; make predictions about what they want to know and review what they have learned.
Week 10 Reflection:
*Emergent Writing=The early stage of learning to write. Disabled students may express their writings in unconventional ways. The use of pictures and alternative AT strategies will be helpful for many of these students.
*The Write Stuff= The process of pin pointing the conditions that are favorable for a student to write. This is done through examination of the physical and/or cognitive difficulties associated with a student’s writing.
*Simple Adaptations= Any array of writing tool options. Such things as pencil grips, tennis balls, slant boards and different size pencils. Writing tools can also be used to motivate students for writing.
*Writing/ Revising& Editing/Publishing= The writing process. Getting the ideas on paper/written down; then expanding on thoughts, exploring vocabulary and checking to see if the intent of the message in the writing is expressed; making necessary changes and getting the material prepared for others to read.
*Writing for Real Reasons= Assisting students in relating new learning to previous experiences and generalizing this information into written form. It is important to express to students why they are doing the writing activity, have them apply the writing skills learned through lots of practice and share it with a variety of audiences such as classmates, pen pals, or through internet websites.